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首页> 外文期刊>Near and Middle Eastern Journal of Research in Education >Predicting child development knowledge and engagement of Moroccan parents
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Predicting child development knowledge and engagement of Moroccan parents

机译：预测儿童的发展知识和摩洛哥父母的参与

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A growing body of empirical evidence points to a child's earliest years as a critical period for developing the foundation for later learning. Yet neither parents nor public policy in the Middle East and North Africa actively support such development. We developed, tested, and administered a survey to a small number of parents of children aged six years and under in Casablanca, Morocco in 2013 to assess parents' child development knowledge and how they view their role as teachers of their young children. We used multiple regression models to predict parental knowledge and parental engagement in learning activities with their sons and separately with their daughters. Results indicate that nearly half of parents believe that brain development does not begin until after a child's first year of life. Consistent with these beliefs, parents report engaging in learning activities with their young children less frequently than Western parents; they also relate that they would be unlikely to enroll their young children in high quality child care programs, even if cost were not a factor. Parents who indicated feeling a high level of individual control over life events were less knowledgeable about child development. Those who believe that God controls life events were both more knowledgeable and reported more engagement in learning activities. Parents who reported turning to professional sources for information on child development were likelier to engage in learning activities. The general view that teaching and learning in the first years are unimportant may help to explain the poor academic performance of Moroccan children later in life relative to those of children from other nations with similar economic status. Education of the public regarding the importance of early-years development could help inform parents and policymakers. Services that might be offered to reinforce this message are discussed.
机译：越来越多的经验证据表明，儿童的最早年龄是为以后学习奠定基础的关键时期。然而，中东和北非的父母或公共政策都没有积极支持这种发展。我们在2013年对摩洛哥卡萨布兰卡的少数6岁及以下儿童的父母进行了开发，测试和管理，以评估父母的儿童发展知识以及他们如何看待他们作为幼儿老师的角色。我们使用多个回归模型来预测父母的知识和父母与儿子以及与女儿分开的学习活动。结果表明，将近一半的父母认为，直到孩子出生后第一年才开始大脑发育。与这些信念一致，父母报告说他们与年幼的孩子进行学习活动的频率低于西方父母。他们还认为，即使成本不是一个因素，他们也不太可能让年幼的孩子参加高质量的儿童保育计划。表示对生活事件有较高的个人控制感的父母对孩子的发展了解较少。那些相信上帝控制生活事件的人不仅知识渊博，而且报告说他们更多地参与学习活动。那些报告转向专业资源获取有关儿童发展信息的父母更有可能参加学习活动。人们普遍认为，头几年的教与学并不重要，这可能有助于解释摩洛哥儿童相对于其他经济地位相似的国家儿童而言，其学业成绩较差。对公众进行早期发展的重要性的教育可以帮助父母和决策者。讨论了可能提供的用于增强此消息的服务。

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